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군 어학기관 교수자의 교수역량 요구도 분석

An Analysis of Needs for Teaching Competency of Instructors at Military Language Institution

이재창|채성기|성창희
화랑대연구소 (Hwarang Dae Research Institute)|2024.06|한국군사학논집 (Korean Journal of Military Art and Science)|제80권 제2호|pp. 139-172

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참고문헌

키워드

Teaching Competency요구도 분석교수 역량군 어학 기관Military Language InstitutionsAn Analysis of Needs

초록

국방부는 2017년 군사대학 교수자의 교수역량에 대한 교관과 학생의 인식비교․분석 연구(채성기, 2017)를 기초로 군(軍) 최초 교수․학습센터(CTL : Center for Teaching & Learning)를 합동군사대학교에 설치하였고, 이를 기점으로 군에서도 관심 있는 교수자들의 개별 교수역량 자구노력에서 벗어나 교수역량 전문기관의 과학적 연구에 기반한 시스템적 지원이 공식화되었다. 이에 본 연구는 군(軍) 어학기관 교수자에 대한 교수역량개발 프로그램을 기획하는데 필요한 기초연구를 수행하고자 한다. 먼저, 선행연구(채성기, 2017)의 78개 교수역량 지표에 대해 국방어학원 우수 교관(8명)과 관련분야 내용 전문가(3명)를 대상으로 두 차례의 FGI를 실시하여 30개요인 78개 지표로 구성된 교수역량 준거를 도출하였다. 그리고 교육생 126명에 대한 예비조사를 통해 탐색적 요인분석을 실시한 결과, 최종 13개요인 77개 교수역량 지표를 도출하고 내용전문가의 검토를 거쳐 요인명칭을 확정하였다. 다음, 교수역량 요구도 분석은 ① 교수역량의 필요수준(중요도)과 현재수준(실행도)에 대한 인식 차이에 대해 t-test를 실시한 결과, 교수자 집단에서는 3개(학습목표설정, 수업계획 및 안내, 수업구상) 교수역량이 통계적으로 유의미한 차이가 나타났다. 특이점은 교육생 집단에서는 11개 교수역량에서 인식 차이가 마이너스(-)로 유의미하게 나타났는데, 이는 필요수준(중요도) 보다 현재수준(실행도)이 훨씬 더 높다는 인식이므로 요구도에는 반영하지 않았다. ② The Locus for Focus 모델 좌표평면에서 1사분면 영역에 위치한 교육요구가 가장 우선시 되는 4개(교육평가, 질의응답, 학습촉진, 수업구상) 교수역량 요인들을 도출하였다. ③ Borich 교육요구도 분석을 통해 13개 교수역량 요인들에 대해 1순위 ‘학습목표설정’부터 13순위 ‘질의응답’까지 교육요구도 우선순위를 부여하였다. ④ 지금까지의 t-test결과 3개요인, The Locus for Focus 모델 4개요인, Borich 교육요구도 우선순위의 중복성을 체크하여 최종 6개(학습목표설정, 수업구상, 교육평가, 수업계획 및 안내, 학습촉진, 질의응답) 교수역량 요인과 요구도 최종순위를 도출하였다. 마지막으로 본 연구 결과의 의의와 시사점에 대해 논의하였다.

Abstract

The Ministry of National Defense established the military's first Center for Teaching & Learning (CTL) at the Joint Military University in 2017 based on a study (Chae S. K., 2017) on the analysis of the perception of students and instructors on the teaching competency of instructors at military universities. Starting with this, systematic support based on scientific research by specialized institutions in teaching competency was formalized, which was a move away from the self-reliant efforts of interested instructors. This study aims to conduct basic research necessary to plan a teaching competency development program for instructors at military language institutions. First, for the 78 teaching competency indicators of the preceding study (Chae S. K., 2017), two FGIs were conducted for excellent instructors (8 students) at the Graduate School of Defense Studies and three content experts (3 students) in related fields to derive the criteria for teaching competency consisting of 78 indicators with 30 factors. In addition, as a result of exploratory factor analysis through a preliminary survey of 126 trainees, 77 teaching competency indicators for the final 13 factors were derived and the factor names were confirmed after review by content experts. Next, in the analysis of the demand for teaching competency, ① a t-test on the difference in perception of the required level (importance) and the current level (implementation) of teaching competency, indicated that there is a statistically significant difference in three teaching competency factors (learning goal setting, instructional planning and guidance, and instructional planning) in the instructor group. The peculiarity was that the difference in perception of 11 teaching competency factors was significantly negative (-), which was not reflected in the demand because the perception that the current level (implementation) was much higher than the required level (importance) was not reflected in the demand. ② In the coordinate plane of The Focus for Focus model, four teaching competency factors (educational evaluation, Q&A, learning promotion, and instructional planning) that prioritize educational needs were placed in the first quadrant. ③ Through the analysis of Borich's educational need, priorities were given to the educational need from the first 'learning goal setting' to the 13th 'Q&A' for the 13 teaching competency factors. ④ Three factors from the t-test, four factors of The Focus for Focus model, and Borich's educational requirements redundancy in priority were checked , and the final six factors and demands of teaching competency (learning goal setting, instructional planning, educational evaluation, instructional planning and guidance, learning promotion, Q&A) were derived. Finally, the significance and implications of the results of this study were discussed.

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